Riley Kucheran Curriculum Vitae
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2012 02 13 Metro Morning Interview
Metro Morning: CBC Radio Toronto Monday, February 13, 2012: 7:12 a.m. Interview with John Stapleton by host Matt Galloway MATT GALLOWAY The gap between the rich and the poor in this city is much broader than just the 1% versus the 99%. In fact, according to a new report by the Metcalf Foundation, that gap is getting wider across the GTA and those who are a part of the working poor are more numerous than perhaps even before the 2008 recession This study looks at the working poor and people who have a job, perhaps even more than one but make less then what used to be called the poverty line. John Stapleton is one of the co-authors of the study. He’s with me in studio now. Good morning. JOHN STAPLETON Good morning Matt. MATT GALLOWAY Much of what you do in this report initially defines that term, the working poor. So, from your perspective, what is the working poor? JOHN STAPLETON Well, we had to come up with a new and resilient definition and anyone who has over $3,000.00 in earnings, we said that is a threshold for the working poor and then we took ‘what is known’ as the low income measure, the Stats Canada poverty line that varies by family size, and let’s say that for a single person right now that’s about $18,500 after tax. MATT GALLOWAY $18,500? JOHN STAPLETON Yes. MATT GALLOWAY And again, these are people who are working at one or more jobs. -
The Cord • Wednesday
. 1ng the 009 Polaris prize gala page19 Wednesday, September 23. 2009 thecord.ca The tie that binds Wilfrid Laurier University since 1926 Larger classes take hold at Laurier With classes now underway, the ef fects of the 2009-10 funding cuts can be seen in classrooms at Wil frid Laurier University, as several academic departments have been forced to reduce their numbers of part-time staff. As a result, class sizes have in creased and the number of class es offered each semester has decreased.' "My own view is that our admin istration is not seeing the academic side of things clearly;' said professor of sociology Garry Potter. "I don't think they properly have their eyes YUSUF KIDWAI PHOTOGRAPHY MANAGER on the ball as far as academic plan Michaellgnatieff waves to students, at a Liberal youth rally held at Wilt's on Saturday; students were bussed in from across Ontario. ninggoes:' With fewer professors teaching at Laurier, it is not possible to hold . as many different classes during the academic year and it is also more lgnatieff speaks at campus rally difficult to host multiple sections for each class. By combining sections and reduc your generation has no commit the official opposition, pinpointed ing how many courses are offered, UNDA GIVETASH ment to the political process;' said what he considers the failures of the the number of students in each class Ignatieff. current Conservative government, has increased to accommodate ev I am in it for the same The rally took place the day fol including the growing federal defi eryone enrolled at Laurier. -
Digital Fluency Expression of Interest
January 6, 2021 Digital Fluency Expression of Interest Please review the attached document and submit your application electronically according to the guidelines provided by 11:59 pm EST on February 3, 2021. Applications will not be accepted unless: • Submitted electronically according to the instructions. Submission by any other form such as email, facsimiles or paper copy mail will not be accepted. • Received by the date and time specified. Key Dates: Date Description January 6, 2021 Expression of Interest Released Closing Date and Time for Submissions February 3, 2021 Submissions received after the closing date and 11:59pm EST time will not be considered for evaluation Submit applications here By February 28, 2021 Successful applicants notified Please note: due to the volume of submissions received, unsuccessful applicants will not be notified. Feedback will not be provided eCampusOntario will not be held responsible for documents that are not submitted in accordance with the above instructions NOTE: Awards for this EOI are contingent upon funding from MCU. 1 TABLE OF CONTENTS 1. BACKGROUND .................................................................................................................... 3 2. DESCRIPTION ....................................................................................................................... 4 WHAT IS DIGITAL FLUENCY? .......................................................................................................... 4 3. PROJECT TYPE ..................................................................................................................... -
A New Beginning
A New Beginning OUR IDENTITY | oUR WELL-BEING | OUR COMMUNITIES | oUR FUTURE Annual Report 2011 - 2012 b Contents Overview ..............................................................................................................................................................................................3 Message from the Chair ..................................................................................................................................................................4 Message from the Executive Director ........................................................................................................................................5 Programs ..............................................................................................................................................................................................7 Graduation 2011 ...............................................................................................................................................................................10 Student Success Initiative .............................................................................................................................................................12 Other Programs................................................................................................................................................................................14 Courses ................................................................................................................................................................................................16 -
Compendium of Action for Black Student Success
DURHAM DISTRICT SCHOOL BOARD COMPENDIUM OF ACTION * for BLACK STUDENT SUCCESS COMPANION RESOURCE Equity and Diversity Strategic Framework 2018-2021 The voices of the DDSB What can Change Educators do to narratives about them. support the success of Black students? Push academics An education on the more and sports Hire more people challenges Blacks may face less, as the of colour to teach, in society due to negative means to especially in our perceptions and greater an end. schools where people empathy may be required. of colour attend. Understand that Blacks are no less intelligent than other children but do face overt obstacles that are More training in challenging to quantify understanding or qualify. who people of colour are. The teaching staff should reflect the student body, as there is no one around to As a young Black person, support us. what do you see as the biggest opportunities and challenges It appears there is less focus on for Black people your age in academics than Durham, in terms of growing up there is on athletic and preparing to be a part of scholarships. We need today’s society? more Black role models. 2 DURHAM DISTRICT SCHOOL BOARD | COMPENDIUM OF ACTION FOR BLACK STUDENT SUCCESS STUDENT Racism still goes on in the school, Black historical voices even though it is figures should be not reported all represented in the time. history classes. We shouldn’t just have to take Black studies to What should learn about them. educators know about History shouldn’t just the experiences of be about Don’t single slavery. -
Student Transitions Project WebBased Resources
Ontario Native Education Counselling Association Student Transitions Project WebBased Resources Index Section Content Page 1 Schools and Education Institutions for First Nations, Inuit and Métis 3 ‐ Alternative Schools ‐ First Nations Schools ‐ Post‐Secondary Institutions in Ontario 2 Community Education Services 5 3 Aboriginal Student Centres, Colleges 6 4 Aboriginal Services, Universities 8 5 Organizations Supporting First Nations, Inuit and Métis 11 6 Language and Culture 12 7 Academic Support 15 8 For Counsellors and Educators 19 9 Career Support 23 10 Health and Wellness 27 11 Financial Assistance 30 12 Employment Assistance for Students and Graduates 32 13 Applying for Post‐Secondary 33 14 Child Care 34 15 Safety 35 16 Youth Voices 36 17 Youth Employment 38 18 Advocacy in Education 40 19 Social Media 41 20 Other Resources 42 This document has been prepared by the Ontario Native Education Counselling Association March 2011 ONECA Student Transitions Project Web‐Based Resources, March 2011 Page 2 Section 1 – Schools and Education Institutions for First Nations, Métis and Inuit 1.1 Alternative schools, Ontario Contact the local Friendship Centre for an alternative high school near you Amos Key Jr. E‐Learning Institute – high school course on line http://www.amoskeyjr.com/ Kawenni:io/Gaweni:yo Elementary/High School Six Nations Keewaytinook Internet High School (KiHS) for Aboriginal youth in small communities – on line high school courses, university prep courses, student awards http://kihs.knet.ca/drupal/ Matawa Learning Centre Odawa -
Anatoliy Gruzd
ANATOLIY GRUZD, PHD Canada Research Chair in Social Media Data Stewardship, Associate Professor, Ted Rogers School of Management, Ryerson University CV Email: [email protected] Twitter: @gruzd Research Lab: http://SocialMediaLab.ca APPOINTMENTS 2014 - present Associate Professor, Ted Rogers School of Management, Ryerson University, Canada Director, Social Media Lab 2010 - 2014 Associate Professor, School of Information Management, Faculty of Management, Dalhousie University, Canada (cross-appointment at the Faculty of Computer Science, Dalhousie University) 2009 (Fall) Adjunct Faculty, University of Illinois at Urbana-Champaign (UIUC) 2008 - 2009 Adjunct Faculty, Department of Computer Science, University of Toronto 2006 - 2008 Research Assistant, UIUC 2005 (Fall) Teaching Assistant, UIUC 2005 (Spring) Teaching Assistant, School of Management, Syracuse University 2001 - 2003 Computer Science Teacher, Lyceum of Information Technologies, Ukraine EDUCATION PhD in Library & Information Science, Graduate School of Library & Information Science 2005 – 2009 University of Illinois (Urbana-Champaign, IL, USA) ▪ Dissertation title: Automated Discovery of Social Networks in Online Learning Communities MS in Library & Information Science, School of Information Studies 2003 – 2005 Syracuse University (Syracuse, NY, USA) BS & MS in Computer Science, Department of Applied Mathematics 1998 – 2003 Dnipropetrovsk National University (Ukraine) Graduated with Distinctions AWARDS, HONORS & GRANTS Grants ▪ eCampus Ontario Research Project ($99,959) 2017-2018 -
The Canadian Broadcasting Corporation's Annual Report For
ANNUAL REPORT 2001-2002 Valuable Canadian Innovative Complete Creative Invigorating Trusted Complete Distinctive Relevant News People Trust Arts Sports Innovative Efficient Canadian Complete Excellence People Creative Inv Sports Efficient Culture Complete Efficien Efficient Creative Relevant Canadian Arts Renewed Excellence Relevant Peopl Canadian Culture Complete Valuable Complete Trusted Arts Excellence Culture CBC/RADIO-CANADA ANNUAL REPORT 2001-2002 2001-2002 at a Glance CONNECTING CANADIANS DISTINCTIVELY CANADIAN CBC/Radio-Canada reflects Canada to CBC/Radio-Canada informs, enlightens Canadians by bringing diverse regional and entertains Canadians with unique, and cultural perspectives into their daily high-impact programming BY, FOR and lives, in English and French, on Television, ABOUT Canadians. Radio and the Internet. • Almost 90 per cent of prime time This past year, • CBC English Television has been programming on our English and French transformed to enhance distinctiveness Television networks was Canadian. Our CBC/Radio-Canada continued and reinforce regional presence and CBC Newsworld and RDI schedules were reflection. Our audience successes over 95 per cent Canadian. to set the standard for show we have re-connected with • The monumental Canada: A People’s Canadians – almost two-thirds watched broadcasting excellence History / Le Canada : Une histoire CBC English Television each week, populaire enthralled 15 million Canadian delivering 9.4 per cent of prime time in Canada, while innovating viewers, nearly half Canada’s population. and 7.6 per cent share of all-day viewing. and taking risks to deliver • The Last Chapter / Le Dernier chapitre • Through programming renewal, we have reached close to 5 million viewers for its even greater value to reinforced CBC French Television’s role first episode. -
Research Report
RESEARCH REPORT OCUFA Ontario Confederation of University Faculty Associations Union des Associations des Professeurs des Universités de l’Ontario 83 Yonge Street, Suite 300, Toronto, Ontario M5C 1S8 Telephone: 416-979-2117 •Fax: 416-593-5607 • E-mail: [email protected] • Web Page: http://www.ocufa.on.ca Ontario Universities, the Double Cohort, and the Maclean’s Rankings: The Legacy of the Harris/Eves Years, 1995-2003 Michael J. Doucet, Ph.D. March 2004 Vol. 5, No. 1 Ontario Universities, the Double Cohort, and the Maclean’s Rankings: The Legacy of the Harris/Eves Years, 1995-2003 Executive Summary The legacy of the Harris/Eves governments from 1995-2003 was to leave Ontario’s system of public universities tenth and last in Canada on many critical measures of quality, opportunity and accessibility. If comparisons are extended to American public universities, Ontario looks even worse. The impact of this legacy has been reflected in the Maclean’s magazine rankings of Canadian universities, which have shown Ontario universities, with a few notable exceptions, dropping in relation to their peers in the rest of the country. Elected in 1995 on a platform based on provincial income tax cuts of 30 per cent and a reduction in the role of government, the Progressive Conservative government of Premier Mike Harris set out quickly to alter the structure of both government and government services. Most government departments were ordered to produce smaller budgets, and the Ministry of Education and Training was no exception. Universities were among the hardest hit of Ontario’s transfer-payment agencies, with budgets cut by $329.1 million between 1995 and 1998, for a cumulative impact of $2.3 billion by 2003. -
Report Annual
2019 2020 annual report Table of Contents Message from the Board Co-Chairs Francophone and Bilingual Steering Committee Message from the Executive Director Engaging Indigenous Institutes Transfer System Improvements 33 / National and International Scope 12 / Credit Transfer Projects, 2019–2020 ONTransfer.ca Pathway Development Projects 35 / ONTransfer.ca Website Improvements Seamless Transfer Projects 36 / Analytics and Growth Research Projects 37 / Data Enhancement Project 22 / MapIT: Institutional Process Mapping Project Inside ONCAT 24 / Faculty Fellows Funding Stream 39 / Supporting Student Mobility During COVID-19 25 / Transfer Pathways DataPilot 40 / Board Co-Chair Changes Sector Engagement 40 / First Round of Summer Interns 27 / Engaging Students 41 / Upcoming Strategic Plan, 2020–2023 Transfer Student Action Fund (TSAF) Strategic Priorities Student Transfer Expert Panel (STEP) Who We Are 28 / Engaging Transfer Advisors 43 / Board of Directors Transfer Advisory Group (TAG) 44 / ONCAT Staff Heads of Transfer Advising (HOTA) 45 / Our Partners 29 / Relationships and Partnerships Northern Ontario Pathways Steering Committee 46 / Finances (NOSC) Message from the Board Co-Chairs What a year it has been for ONCAT—and for found ourselves working in a transformed Ontario’s transfer system. landscape and will be grappling with the immediate and long-term effects of the pandemic on our We started this fiscal year with an ambitious postsecondary education system for years to come. strategic planning exercise led by the Board of Directors and with support from the ONCAT team. Yet even as we adjust to new ways of working, some With a new provincial Government in place, we things have remained constant. Colleges, became familiar with emerging government universities, and Indigenous Institutes continue to priorities to ensure strong alignment with our own. -
Woodland Cultural Centre • Mary Collier, Ontario Museum Association
Indigenous Collections Symposium Promising Practices, Challenging Issues and Changing the System March 23-24, 2017 Six Nations Ohsweken & Brantford, ON Presenting Partners Indigenous Collections Symposium Introduction The Ontario Museum Association Indigenous Collections Symposium project, a series of webinars followed by a two-day symposium, is one that is timely and important for museums and Indigenous communities in Ontario both following on the recommendations of the Truth and Reconciliation Commission and during Canada’s Sesquicentennial in 2017. The discussion about care and interpretation of Indigenous collections, particularly those held in trust by non- Indigenous organizations, is an important one that the OMA would like to facilitate among the more than 700 museum and heritage institutions in Ontario. We hope that this will be an ongoing conversation in which the OMA, our members, and Indigenous communities in Ontario will continue to engage going forward. Thank you to the Indigenous Collections Symposium Working Group • Anong Migwans Beam, Ojibwe Cultural Foundation • Petal Furness, Grey Roots Museum & Archives, OMA Councillor • Heather George, McMaster University • Linda Grussani, Canadian Museum of History • Tanis Hill, Indigenous Knowledge Centre, Six Nations Polytechnic • Rick Hill, Indigenous Knowledge Centre, Six Nations Polytechnic • Michelle Hamilton, University of Western Ontario • Cara Krmpotich, Museum Studies, University of Toronto Great Lakes Research Alliance for the Study of Aboriginal Arts and Cultures • Janis Monture, Six Nations Development Corporation • John Moses, Aboriginal Affairs Directorate, Department of Canadian Heritage • Paula Whitlow, Woodland Cultural Centre • Mary Collier, Ontario Museum Association Thank you to the webinar speakers: Trudy Nicks, Senior Curator (Retired), Royal Ontario Museum; Paula Whitlow, Museum Director, Woodland Cultural Centre; Amos Key Jr., Director of First Nations Language Program, Woodland Cultural Centre; Krista McCracken, Archives Supervisor, Arthur A. -
Overview of Recreation Therapy Post-Secondary Programs in Ontario
Overview of Recreation Therapy Post-Secondary Programs in Ontario Name of School Type of TR Types of Delivery Types of Delivery Prerequisites Articulation Practical Experiences R/TRO Program and Length Mode Required Agreement* Or R/TRO DIP Eligibility** Algonquin College Post-graduate Full-time12 months Combination of University Degree or College No Internship: 560hr R/TRO path B – if Ottawa, ON Certificate Part-time: 4 years face-to-face and Diploma entering with university online learning degree*** R/TRO DIP path B – if entering with college diploma Undergraduate Full-time and part- Combination of English-Grade 12 (C) or (U) or Yes Field Placement: 1-10days R/TRO path B Brock University Degree time: both range face-to-face and equivalent; expected grade cut; Internship: 560hr or St. Catharines, ON and Graduate from 16 months-4yr online learning mature student; College Clinical and Community R/TRO through Degree Diploma Placement: 10-100hr acquiring CTRS Graduate Degree: University CTRS eligibility Degree Diploma Full-time : 2yr Combination of English-Grade 12 (C) or (U) or Yes Field Placement: 301hr R/TRO DIP path B Canadore College Fast-track: 1yr face-to-face and equivalent Practicum: 140hr North Bay, ON Part-time: Varies online learning Experiential Learning: 130hr or Distance Education Online Confederation College Diploma Full-time: 2 yr In-class English-Grade 12 (C) or (U) or Yes Field Placement: 550hr R/TRO DIP path B Thunder Bay, ON Part-time: 3-5yr equivalent Accelerated or Full-time: 1yr Degree or Diploma for 1-year Accelerated